WHAT REMAINS OF THE LEARNING
PROCESS – THE TRUTH ABOUT
THE TRANSFER OF LEARNING
Stefan Linge, SGS Group Germany
Speexx Exchange / online educa, Berlin, 04 Dec. 2013
LOOK WHO‘S TALKING
Stefan Linge
• International experience as high school
teacher, trainer, consultant and HR
professional
• Developed and implemented blended
learning scenarios in the IT & Services
industry since 2002
• Manager Organizational and HR
Development, SGS Group Germany
• Currently concerned with business value of
formal training
© [email protected]
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ABOUT SGS
World’s leading inspection, verification, testing
and certification company
Experts at:
• Providing competitive advantage
• Driving sustainability
• Delivering trust
75,000 employees including:
• Scientists, engineers, doctors, chemists, auditors and
inspectors
1,500 offices and laboratories globally
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ALBERTA
GERMANY
DELHI
MISSISSAUGA
HERD FEED SUPPLIED UNDER HACCP STANDARDS
PRE-CLINICAL SAFETY ASSESSED PESTICIDES
YOGURT ANALYSED AND CERTIFIED SAFE FOR CONSUMPTION
TASTED AND APPROVED BY JESSICA
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HIKARUA FARM
CLYDESDALE
CAPE TOWN
MANCHESTER
SHEEP DIPPED FOR WARBLE FLY LOWER PASTURE
GRADED AS FINE MERINO AT SPINNER'S RECEIVING STATION
TOURNAMENT GRADE BAIZE, DYED AND CUT
KEEPING THE BALL ROLLING
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DETROIT
HO CHI MINH CITY
ITALY
MILWAUKEE
OFF-LEASE VAN CHECKED FOR FAST REMARKETING
PIZZA OVENS BUILT ACCORDING TO SPECIFICATIONS
TOMATOES GROWN FROM PEST-FREE CERTIFIED CROP
SANDRO’S PIZZAS TASTE THE BEST AND ARE DELIVERED ON TIME
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A BRIEF HISTORY OF SGS
SGS - Société Générale de
Surveillance
• Founded in Rouen (France) in
1878
• First registration as Société
Générale de Surveillance in
Geneva 1919
• Total revenue in 2011: CHF
4.8 billion
• Total revenue in 2012: CHF
5.6 billion
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AGENDA
What is transfer of learning?
Why bother?
The road taken
Way to go
Conclusion
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WHAT IS TRANSFER OF LEARNING?
Source: http://www.condenaststore.com
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TRANSFER OF LEARNING: DEFINITION
„Transfer of learning occurs when learning in one
context enhances [...] a related performance in
another context. “
David N. Perkins & Gavriel Salomon (1992). Transfer of Learning. International Encyclopedia of Education
„Transfer is a key concept in education and
learning theory because most formal education
aspires to transfer.“
David N. Perkins (1995). Outsmarting IQ: The emerging science of learnable intelligence
Transfer of learning to the workplace =
Learning x Ability x Motivation x Work Environment
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HOW WOULD WE MEASURE TRANSFER?
Kirkpatrick‘s four levels of evaluation (1950):
•Business/organizational KPIs
•180°/360°Feedback
•Pre-/post assessment
•Feedback by trainees
See also http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm, http://www.kirkpatrickpartners.com
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WHY BOTHER?
Source: http://www.condenaststore.com
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MOUNTING EVIDENCE
There is “mounting evidence that shows that very often the
training makes little or no difference in job behavior.”
James Mosel in (1957). Why Training Programs Fail to Carry Over. Personnell
„It is estimated that while American industries annually spend
up to $100 billion on training and development, not more than
10% of these expenditures actually result in transfer to the
job.”
Timothy Baldwin & Kevin Ford (1988). Transfer of Training: A Review and Directions for Future Research. Personnel
Psychology
Only 25% of the respondents to a McKinsey survey (2010)
said their training programs measurably improved business
performance.
Source: http://www.mckinsey.com/insights/organization/building_organizational_capabilities_mckinsey_global_survey_results
„Nearly three-quarters of respondents across all sectors
report they have encountered difficulties in testing or
measuring the effectiveness of L&TD activity.“
CIPD & Cornerstone OnDemand (2013). Learning and Talent Development. Annual survey report 2013
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AND WHY IS THAT?
Transfer = Learning x Ability x Motivation x Work Environment
Let us assume initial learning does take place:
Back at work, people tend to engage ingrained
work habits almost „automatically“
To ingrain a new work habit, people have to
„rewire“ their brains – this takes time and effort
Catch-22: People won‘t use a skill until it is
ingrained, but they don‘t take the time to ingrain
it!
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A GLIMPSE OF NEUROSCIENCE
When we learn, new spines
begin to sprout from the
stimulated neurons in our
brains within minutes of the
stimulation
However, it takes hours for
these new connections to
become stable – unused, they
degenerate again
After 24 hours, the
connections have fullyfunctional synapses and a
good chance for continued
existence
Photographer: Robert S. McNeil
Find animated image on: neuralimages.org
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„Use it – or lose it!“
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A GLIMPSE OF NEUROSCIENCE
When we learn, new spines
begin to sprout from the
stimulated neurons in our
brains within minutes of the
stimulation
However, it takes hours for
these new connections to
become stable – unused, they
degenerate again
After 24 hours, the
connections have fullyfunctional synapses and a
good chance for continued
existence
Photographer: Robert S. McNeil
Find animated image on: neuralimages.org
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„Use it – or lose it!“
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SO, EBBINGHAUS WAS RIGHT!
Spaced repetition ingrains new information:
Source: http://www.theherocomplex.com/spaced-repetition/
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ISSUE #1: ABILITY
Transfer = Learning x Ability x Motivation x Work Environment
Enabling learners to transfer should entail the
meta-cognitive skill of self-directed learning
(Oooops!)
(Source: Barriers for implementation of e-learning. Whitepaper Online communication
skills training for a diverse global workforce, www.speexx.com, 2012)
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ISSUE #2: MOTIVATION
Transfer = Learning x Ability x Motivation x Work Environment
Motivation to…
• develop or change at all
• develop in the desired direction
Key factors:
•
•
•
•
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S.M.A.R.T. objectives aligned to business goals/results
Responsibility for the entire learning process
Connection with other learners
Self-confidence
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ISSUE #3: WORK ENVIRONMENT
Transfer = Learning x Ability x Motivation x Work Environment
Lack of opportunities
Line-manager
•
•
•
•
•
•
Encourages?
Allocates time?
Reinforces new skills?
Emphasizes need for change?
Reflects intended goals in own behavior?
Leads by example?
Lack of feedback from
•
•
•
•
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Peers
Subject matter experts
Mentors
Clients
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TWO ROADS DIVERGED IN A YELLOW WOOD
SGS Group Germany 2012:
Increasing complexity
Need for L&D
Tight L&D budgets
No evidence for transfer
(hoping for the miracle…)
http://www.mhsmirador.com/wp-content/uploads/2012/12/Capturer.png
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THEN TOOK THE OTHER, AS JUST AS FAIR…
SGS recognized the need to
change our approach to
transfer of learning throughout
the organization
redesign the learning process
to address the learners‘ ability,
motivation and work
environment
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AGENDA
What is transfer of learning?
Why bother?
The road taken
Way to go
Conclusion
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1. REDESIGN THE LEARNING EVENT
Experiential learning cycle (David Kolb, 1985)
„Hugging“
„Bridging“
Blend learning into the workplace
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2. EXTEND PROCESS BEYOND THE EVENT
Transfer phase
(3-6 months):
Micro Learnings,
reminders,
buddying,
mentoring
Trainees
define personal
action plan
Final test &
Certificate
Seminar/
Webinar
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subsequent event
Final
assessment
of transfer
success
(trainee &
supervisor)
Define
SMART objectives
(trainee & supervisor)
Brief the trainer,
fine-tune training
(HR)
Trainees
prepare
(pre-reading,
questionnaire)
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3. ENGAGE LINE MANAGERS
Transfer phase
(3-6 months):
Micro Learnings,
reminders,
buddying,
mentoring
Trainees
define personal
action plan
Final test &
Certificate
Seminar/
Webinar
© [email protected]
Final
assessment
of transfer
success
(trainee &
supervisor)
Define
SMART objectives
(trainee & supervisor)
Brief the trainer,
fine-tune training
(HR)
Trainees
prepare
(pre-reading,
questionnaire)
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4. SUPPORT PROCESS BY IT SOLUTION
©Powered
[email protected]
by www.maxment.net
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5. DEFINE RELEVANT METRICS & MONITOR
Measures would typically be business or
organizational KPIs, such as:
• Volumes, values, percentages, timescales
• numbers of complaints, staff turnover, attrition,
failures, wastage, non-compliance, quality ratings,
achievement of standards and accreditations,
growth, retention
• ROI, ROE (return on expectation)
The challenge is to identify which KPIs and how relate
to the trainee's input and influence
Also, external factors greatly affect organizational and
business performance, which cloud the true cause of
good or poor results
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What Remains of the Learning Process - The Truth About the Transfer of Learning
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AGENDA
What is transfer of learning?
Why bother?
The road taken
Way to go
Conclusion
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WAY TO GO: EXTEND & REFINE PROCESS
Extend transfer process to individual nonstandard training measures (because this is
where the money goes…)
Provide learners with generic action plan*:
1.
2.
3.
4.
5.
Take first actions
Experience quick wins
Show visible improvement
Create value for others
Share achivement story
Create a culture of social learning by fostering
feedback, mentoring and buddying
*Source: http://www.forthillcompany.com/wp-content/uploads/2013/09/ResultsEngine-Five-Step-Achievement-Process.pdf
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WAY TO GO: FURTHER ENGAGE MANAGERS
Fully understand process
Reduce number of training events per year,
extend time for transfer of learning
Align learning objectives with business KPIs
Evaluate results
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WAY TO GO: ENGAGE LEARNERS
Emphasize transfer-related competencies
Promote individual responsibility for L&D process
Enforce compliance with transfer standards
Have candidates apply for training?
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A WORD ABOUT INFORMAL LEARNING
Not much to do for HR in terms of transfer
support – near transfer is very probable
(„hugging“)
BUT: How do we foster a culture that values
informal learning?
IT HAPPENS ANYWAY…
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MIND THE 70:20:10 FRAMEWORK
“Lessons learned by successful and effective
managers are roughly:
70% from tough jobs
20% from people (mostly the boss)
10% from courses and reading”
Source: Michael Lombardo &
Robert Eichinger (1996). Career
Architect Development Planner
=> up to 90% of workrelated knowledge is
learned informally
Are L&D professionals
focussing on the right
initiatives / competencies?
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What Remains of the Learning Process - The Truth About the Transfer of Learning
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AGENDA
What is transfer of learning?
Why bother?
The road taken
Way to go
Conclusion
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What Remains of the Learning Process - The Truth About the Transfer of Learning
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CONCLUSION
Robert Frost (1920). The Road not Taken
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AS L&D PROFESSIONALS, WE NEED TO…
Leave our comfort zones
Find new holistic ways to
define learning in the
workplace
Recognize that learning
without transfer is incomplete
Assume the roles of business
partners:
• Deliver value for money
• Prove it with the right metrics
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AS LIFELONG LEARNERS, WE NEED TO…
Photographer: Robert S. McNeil
Source: neuralimages.org
Deliberately leave the known
pathways over and over again
Ingrain new behavior into the
structures of our brains
Be made aware of this process
Be supported
Become the best self-directed
learners and peer coaches
that we can be!
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CONCLUSION
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CONTACT
Stefan Linge
Manager Organizational & HR Development
SGS Germany GmbH
Rödingsmarkt 16
20459 Hamburg
© [email protected]
Phone
+49 (0)40 30101-546
E-Mail
[email protected]
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© 2011 SGS Société Générale de Surveillance SA - All rights reserved
WWW.SGS.COM
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